This seminal essay by Pierre Lévy, a thought leader in the field of collective intelligence states, "the next platform weaves five functions together: curation, creation, communication, transaction and immersion.

This report offers policy-makers in digital education evidence on how, at the national or regional level, policies can be designed and implemented to foster digital-age learning. The presented findings are the result of a mixed methodological design comprising four parts: desk-research on digital education policy, the identification of national and regional policies worldwide, six in-depth case studies, and an expert workshop.

Using a database of 750 cases of research fraud from around the world, professors examine fraud as a phenomenon, tracing its history and trajectory and looking at what can be done about it. (...) - Inside Higher Ed, by Nick Roll, Dec 5 2017

For a long time, teaching was teacher-centered: the teacher dispensed information through lecture, handouts, or presentations; the students absorbed the information by listening and taking notes. It was repetitive, could become monotonous, and left little room for student exploration or creativity. It was also detrimental to students who couldn’t keep pace with the teacher’s lessons or students who learned in way different from the teacher’s presentation The past ten years have seen a surge in student-centered learning, and the integration of technology into the classroom makes it increasingly easy to create engaging lessons that reach a variety of learners in …

The global attention for open online education (OOE) caused a situation in which higher education institutions(HEIs) reconsider the way they deliver education to the population. With a funding policy, the DutchGovernment aims to stimulate OOE in HEIs. The goal is to create more expedient, accessible and personalizedlearning experiences, that contribute to an improvement of quality of education and study success. However,many projects are failing to embed OOE within the institution. In this study, we elicited the challenges andopportunities of OOE projects within an organizational context of Dutch HEIs by using group concept mapping.Multidimensional scaling and hierarchical clustering resulted in a cluster map and a pattern match graph forinterpreting the experts' ideas and opinions, clarifying and structuring the collective understanding. Core themesthat represent the challenges and opportunities with regard to OOE identified in this study were: 1. Onlineteaching, 2. Supporting mechanisms, 3. Assessment, 4. External target groups, 5. Educational flexibility, 6. Quality ofeducation, 7. Institutional reputation, and 8. Educational efficiency. The results indicated a skills gap among educatorsand a lack of central support for the development of OOE. Organizational efforts to implement OOEshould take educational flexibility and online teaching into account and support mechanisms for OOE should be provided.

Where OER particularly succeeds, researchers found, is in large-enrollment introductory-level courses, those taken by the largest numbers of students, taught in multiple segments and typically part of requirements.

Background Access to rehabilitation is crucial for the realization of the right to health and a proper concern of global health. Yet, reliable information to guide rehabilitation service planning is unavailable in many countries in part due to the lack of appropriate indicators. To ensure universal health coverage and meet the central imperative of “leaving no one behind” countries must be able to assess key aspects of rehabilitation policy and provision and monitor how they have discharged their human rights responsibilities towards those most disadvantaged, including people with disability. This article describes the process of developing an expert guided indicator framework to assess governments’ efforts and progress in strengthening rehabilitation in line with the Convention on the Rights of Persons with Disabilities. Methods A systems methodology - concept mapping - was used to capture, aggregate and confirm the knowledge of diverse stakeholders on measures thought to be useful for monitoring the implementation of the Convention with respect to health related rehabilitation. 56 individuals generated a list of 107 indicators through online brainstorming which were subsequently sorted by 37 experts from the original panel into non overlapping categories. 41 participants rated the indicators for importance and feasibility. Multivariate statistical techniques where used to explore patterns and themes in the data and create the indicators’ organizing framework which was verified and interpreted by participants. Results A concept map of 11 clusters of indicators emerged from the analysis grouped into three broader themes: Governance and Leadership (3 clusters); Service Delivery, Financing and Oversight (6 clusters); and Human Resources (2 clusters). The RESYST was comprehensive and well aligned with the Convention. On average, there was a moderately positive correlation between importance and feasibility of the indicators (r=.58) with experts prioritizing the indicators contained in the clusters of the Governance and Leadership domain. Two of the most important indicators arose from the Service Delivery, Financing and Oversight domain and reflect the need to monitor unmet needs and barriers in access to rehabilitation. In total, 59 indicators achieved above average score for importance and comprised the two–tiered priority set of indicators. Conclusion Concept mapping was successful in generating a shared model that enables a system’s view of the most critical legal, policy and programmatic factors that must be addressed when assessing country efforts to reform, upscale and improve rehabilitation services. The RESYST provides a data driven basis for the development of standardized data collection tools to facilitate comparative analysis of rehabilitation systems.

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